Web Based Application of TiPS, a Programmable Method of ...e-jurnal.ukrimuniversity.ac.id/file/Vol 07 No 02 2015 2 Febe... · data_bentuk_kalimat Field Type Explanation id Bigint(20)

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Majalah Ilmiah Vol. 07, No. 02, Juli 2015

Web Based Application of TiPS, a Programmable Method of

Teaching Simple Statement Grammar in the English Language

to Indonesians

Febe Maedjaja*1, Arozisokhi Zebua2

1,2Universitas Kristen Immanuel; Jl. Solo Km. 11,1, Kalasan, DIY, (0274)496256

e-mail: *[email protected], [email protected]

Abstract Low level of confidence and competence in English grammar result in Indonesian students

underachieving at the international level such as in winning international grants. Three main areas were

covered in the process: the study of the problems that Indonesians face while studying the English

grammar, designing a systematic teaching method, and designing a computer application of the new

teaching method. The study yielded three main results. First we developed a set of new tools to explain the

grammar of simple statements in the English language which included new tenses, a new approach in

defining tenses, and a set of formulae. Second, we developed the “TiPS” method. Third we developed a

web based computer application with MVC architecture. The application used Java running on Java

Development Kit (JDK) 1.7 on Windows 7. GlassFish 4.0 ran as the server, and MySQL 5.5 was used as

the relational database management system. A few frameworks such as Hibernate 3.6.10, Java Server

Faces (JSF) 2.2, and Primefaces 4.0 simplified the development process. Survey analysis led us to the

successful acceptance of our alternative hypothesis that a systematic method for teaching simple statements

which is translatable into an application does simplify English grammar problems for Indonesians.

Keywords—English grammar, Simple statement, TiPS teaching method, MVC, Hibernate, Java Server

Faces, Primefaces

1. INTRODUCTION

With a population of around 250 million and Gross National Income Per Capita of USD 3,630 this

year Indonesia sent 7,920 students to universities in the United States of America and 8,525 to Australia.

Meanwhile Nepal with a population of around 25 million and Gross National Income Per Capita of USD

730 sent 8,155 to the USA and 10,221 to Australia [1,2]. At Trinity College in Hartford, a small Liberal Arts

college with large but competitive institutional financial aid to international students in Hartford,

Connecticut in the USA, four Indonesian students were accepted, while on the average four Nepali students

were accepted with that kind of grant every year between 2008 and 2015. Another difference is that the

accepted Indonesian students came from international educational backgrounds, while the Nepalese came

from local schools. What caused such underachievements of Indonesian students from Indonesian schools

in getting international grants? One very probable cause can be gleaned from the following. At an academic

work place in one of the larger cities in Indonesia, four persons always get the privilege of having lively

discussions that have enriched their lives and enlarged their horizons exceedingly with a large assortment

of foreign guests, and of transposing abstract ideas into written English ready to be read by a world larger

than our country. The rest prefer to stay back, because although they have been learning English since

grade 3 and speaking or writing in English is a dream, it is scary to make grammatical mistakes.

We set out to find what can be done to remedy the situation. Thus the purpose of this study is to

produce a systematic and practical tool for Indonesians to have the self confidence in making correct simple

statements in English.

In this study we attack the problem from two angles: from developing simple and comprehensible

grammar lessons, yet each tense has comprehensive coverage, and from developing helpful tools for

practice. The first part would involve literature reviews of what others have done to explain English

grammar and utilizing our experience of teaching English at Universitas Kristen Immanuel (UKRIM) over

mailto:[email protected]

mailto:2azedbeua@gmail.

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the past six years. The second part involves researching IT tools and developing an application to

strengthen the lessons.

Our alternative hypothesis is, that a systematic method for teaching simple statements which is

translatable into an app will simplify English grammar problems for Indonesians.

We assume that the students who will participate in the validation of this study to have had a

minimum of high school diploma.

Finally, a few restrictions are applied in this research:

1. This is not a linguistic study, and we have no claim of linguistic expertise. We look at

the problem of understanding English grammar from the point of view of a scientist and an IT

person.

2. The scope of English grammar that is covered in the discussion is limited to simple,

continuous, and perfect simple statements in present and past tenses.

3. The application will be web based and run on a PC.

2. RESEARCH DESIGN

Three main areas are covered in the process: the study of the problems that Indonesians face while

studying the English grammar, designing a systematic teaching method, and designing a computer

application of the new teaching method. A set of volunteers will then test the result, and their responses

will be surveyed and analyzed.

A few problems immediately stood out as the main contributors to why Indonesians in general

have difficulties in learning the English grammar. In this study we focused on providing a teaching

method that would solve or minimize the problems. First, linking verb is uncommon in Indonesian, and

therefore the verb “be” is a foreign concept. We believe linking verbs, particularly the verb “be,” must be

explained separately. In this study we need to search for a way to incorporate this important point.

Second, there is no concept of tenses in the Indonesian language. We must study how to nail in the

concept of tense and the importance of the different verb conjugations in a simple way, since the

Indonesian language is one of the languages that does not conjugate verbs to indicate the time of the

description or event in the sentence. In Indonesian the adverb of time and some other adverb are used to

give that effect. In this study we make observations from the teaching and learning dynamics at the

English classes we conducted at UKRIM. The inputs we take are questions and comments from the

students which often reflect the confusions of Indonesians in general, as well as the progression of their

grades throughout the semesters. Third, humongous grammar rules blur the simplicity of making simple

statements. This problem is yet worsened by the tendency of adult students to make complex sentences.

Competence in making correct simple statements is the foundation for making more complex ones. In

this study we must produce a method that focuses on simple statements. Fourth is the common practice

of word by word direct translation from Indonesian to English. This study must offer standard formulas

which students can use.

Although the idea of creating formulas for simple statements is not new, we have never been

able to find is a systematic method of choosing and using those formulae. In this study we will develop a

very clear step-by-step procedure to produce a correct simple statement in English. This method must

also be very systematic such that it is programmable.

A web based computer application using MVC architecture would be designed where the materials

and exercise problems would be controlled by an administrator that understands the TiPS method, the

sentence components and vocabulary would be provided, the sentence components must be presented in a

simple way, Indonesian would used as the language of instruction, and the application would be a database

system, not a compiler.

The design of the data model involves the design of the Entitiy Relationship (ER) diagram and

the tables. Figure 1 shows the ER diagram of the database. Reading materials and dictionary are extras

that should assist the students although they are not part of TiPS.

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Figure 1 The ER Diagram of the Database

The diagram would be implemented using The table for Names of Tenses (“data_nama_tense”)

can be seen on Table 1, Kinds of Tenses (“data_jenis_tense”) on Table 2, Sentence Patterns

(“data_bentuk_kalimat”) on Table 3, Formulas (“data_formula”) on Table 4, Sentence Components

(“data_komponen_kalimat”) on Table 5, Auxiliary Verbs (“data_aux_verb”) on Table 6, Exercises

(“data_latihan”) on Table 7, Main Verbs (“data_main_verb”) on Table 8, Dictionary Entries

(“data_kamus”) on Table 9, Reading Materials (“data_bacaan”) on Table 10, and Administrators

(“pengguna_admin”) on Table 11.

Table 1 Table for Names of Tenses

data_nama_tense

Field Type Description

id Bigint(20) Primary key, auto increment

nama_tense Varchar(255) Not null

deskripsi Longtext Not null

publish Varchar(2) Not null

Table 2 Table for Kinds of Tenses

data_jenis_tense

Field Type Explanation


id_data_nama_tense Bigint(20) Foreign key

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nomor Bigint(20) Not null

nama_jenis_tense Varchar(255) Not null

deskripsi Longtext Not null


Table 3 Table for Sentence Patterns

data_bentuk_kalimat




nama_bentuk_kalimat Varchar(255) Not null

deskripsi longtext Not null


Table 4 Table for Formulas

data_formula



id_data_jenis_tense Bigint(20) Foreign key

Id_data_bentuk_kalimat Bigint(20) Foreign key


komponen1 Varchar(40) Not null












Table 5 Table for Sentence Components

data_komponen_kalimat




nama_komponen_kalimat Varchar(255) Not null



Table 6 Table for Auxiliary Verbs

data_aux_verb




nama_auxverb_positif Varchar(255) Not null

nama_auxverb_negatif Varchar(255) Not null

keterangan Varchar(255) Not null

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Table 7 Table for Exercises

data_latihan



Id_data_formula Bigint(20) Not null

Id_MainV Bigint(20) Not null

kalimat_bahasa_indonesia Varchar(255) Not null

Kalimat_bahasa_inggris Varcahar(255) Not null

subject Varchar(255)

auxV Varchar(255)

mainV Varchar(50) Not null

object Varchar(255)

complement Varchar(50)

khow Varchar(255)

kwhere Varchar(255)

kwhen Varchar(255)

qw Varchar(50)

qws Varchar(50)

there_existence Varchar(5)

punctuation Varchar(1) Not

Table 8 Table for Main Verbs

data_main_verb

Field Type Keterangan


verb_1 Varchar(255) Not null



verb_ing Varchar(255) Not null

verb_s Varchar(255) Not null

arti Varchar(255) Not null

kelompok Varchar(255) Not null

Table 9 Table for Dictionary Entries

data_kamus



kata Varchar(255) Not null

arti Varchar(255) Not null

Table 10

Table for Reading Materials

data_bacaan



judul Varchar(255) Not null

sumber Varchar(255) Not null

tanggal timestamp Current Timestamp

foto longblob Not null

bacaan longtext Not null


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Table 11 Table for Administrators

Pengguna_admin

Field Type Keterangan


nama_lengkap Varchar(255) Not null

username Varchar(255) Not null

password Varchar(255) Not null

We designed the interfaces for the administrator and for users. An administrator has to first login

by entering his/her userid and password, after which he/she will enter into the administrator’s home page.

The administrator has CRUD (Create-Read-Update-Delete) power over the tables in the database. We

designed the main inteface pages as well as the interface pages for each of the administrator’s CRUD

functions for Names of Tenses, Kinds of Tenses, Sentence Components, Sentence Patterns, Formulas,

Auxiliary Verbs, Main Verbs, Exercises, Reading Materials, and Dictionary Entries. A user has to first

login by entering his/her userid and password, after which he/she will enter into the user’s home page.

Users have access to Lesson, Exercise, Reading, and Dictionary pages. In the Lesson section they can

access learning materials on Tenses, Kinds of Tenses, Sentence Components, Auxiliary Verbs, Main

Verbs, and Formulas. In the Exercise section they may choose Indonesian sentences that they will express

in English while being guided step by step through the TiPS method until they can construct an English

simple statement which is grammatically and semantically correct. They may also find extra reading

materials and dictionary service. For all of these we designed the appropriate interfaces.

The administrator’s and the users’ navigation through the application is controlled by menus. The

administrator’s menus comprise the login and management of administrator’s information, and the main

pages and the menus that allow CRUD processes for Names of Tenses, Kinds of Tenses, Sentence

Components, Sentence Patterns, Formulas, Auxiliary Verbs, Main Verbs, Exercises, Reading Materials,

and Dictionary Entries. The users’ menus comprise the login of users, and the main pages and menus that

allow users to access and use the Lesson, Exercise, Reading, and Dictionary facilities.

3. RESULTS and DISCUSSIONS

The three main areas of the study have yielded three main results: a set of new tools to explain the

grammar of simple statements in the English language, the development of “TiPS” method, and the

development of “TiPS” computer application. We will then discuss the result of the survey after we picked

a sample to test our hypothesis.

Since Indonesians have so much problem with linking verb, we created new “tenses” that we called

Descriptive and Existence. Sentences belonging to these new tenses are non-action sentences are usually

found in simple and perfect tenses, and once in a while may even appear in the continuous form. In order

to simplify the concept for the students, however, we only discussed those belonging to Simple tenses.

Also for the sake of simplicity we only used “be” as the linking verb in these new tenses.

A Descriptive sentence is a non-action sentence that simply describes the subject. A Descriptive

sentence therefore uses a non-action linking verb. In order to simplify the concept, we will only use “be”

as the linking verb.

An Existence sentence is also a non-action sentence that deals with the existence of the subject

using the preparatory subject “there” and the verb “be.” [3]

As a result of the study, we extended L.G. Alexander’s definition of simple statement [4].

A simple statement is a string of words that expresses one and only one complete thought and

contains at least one and only one subject and one and only one verb.

We also extended the definition of tense by adding a second part of the definition suggested in

www.englishclub.com [5].

Tense is a verb-based method used to indicate the time, and sometimes the continuation or

completeness, of an action or state in relation to the time of speaking; it is also at times used to

convey an additional understanding implicitly.

http://www.englishclub.com/

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Table 12 summarizes the traditional understanding why a certain tense is chosen in conjunction

with time and the possible other uses of the tense due to other additional understandings that are implicitly

conveyed by it.

Tense Use in conjunction with

time

Possible other uses of the tense

Present Descriptive

(using linking verb

“be”)

Description of the subject

presently

1. Identity/function of the subject

E.g. “He is an artist.”

2. Description such as feeling, color, age,

nationality, price, and dimension by using the

verb “be”

E.g. “They are angry. The flowers are blue. We

are 18. I am Indonesian. It is Rp 10,000. He is

175 cm tall.”

3. Description of time and air (weather) with “it”

as subject

E.g. “It is cold. It is Friday today.”

Present Existence

(using preparatory

subject “there” and

verb “be”)

Existence of the subject

presently

Present Continuous

(for action verbs)

A temporary action in

progress

1. An action that in general is in progress over a

present period of time although it is not exactly

going on at the moment

E.g. “He is studying IT at UKRIM” can be said

at 7pm on a Sunday when he is not exactly

studying.

2. An action in the future that has been planned

or aranged

E.g. “We are having a party tomorrow.”

Present Simple (for

action verbs)

A permanent action that

happens repeatedly,

periodically, or always

1. General truth

E.g. “The sun rises in the east.”

2. Habbit

E.g. “Indonesians eat rice.”

3. Hobby

E.g. “He plays football.”

4. Ability

E.g. “My nephew plays the piano beautifully.”

5. Work

E.g. “ Mr. Hutabarat teaches Physics at a high

school in Yogyakarta.”

Present Perfect A completed (finished)

event with a period of time

continuing “up to now”

A current condition caused by a completed

action in the past.

E.g. “I have eaten” actually says “I am full

because I ate.”

Past Descriptive

(using linking verb

“be”)

Description of the subject in

the past

See other uses of Present Descriptive

Past Existence

(using preparatory

subject “there” and

verb “be”)

Existence of the subject in

the past

Past Simple (for

action verbs)

A completed event in the

past

Reporting an event in the past

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Past Continuous

(for action verbs)

An action in progress

around a certain point of

time in the past

1. Emphasizing that the event is really in

progress at every point of time over a period of

time in the past. It adds the nuance that the

action is a lengthy one.

E.g. “We were studying all day yesterday.”

2. Creating a “background” for a short event in

the past. The short event is expressed in Past

Simple.

E.g. “We were studying when he arrived.”

Past Perfect (for

action verbs)

A completed (finished)

event with a period of time

continuing up to a point of

time in the past

A condition during a point of time in the past

caused by a completed action before that

E.g. “I had eaten” actually says “I was full

because I ate.”

Table 12 Summary of uses of tenses

We utilized and developed the concept suggested by Raymond Murphy [6], that a simple

statement can be of one of the following four patterns:

1. A positive sentence

The sentence describes a condition or an event positively. In our formulas this sentence

pattern is depicted as “+”.

2. A negative sentence

The sentence describes a condition or an event negatively. In our formulas this sentence

pattern is depicted as “-”.

3. A question that expects yes or no for an answer

In our formulas this sentence pattern is depicted as “?Y/N”.

4. A question that expects an explanation for an answer

In our formulas this sentence pattern is depicted as “?Expl”.

To the four patterns above we added pattern #5:

5. A question that asks for the identity of the subject

Questions such as “Who likes ice cream?” and “Who are tired?” fit into this pattern. The

identitiy of the subject is being sought in this kind of question. The subject in the answer

substantially answers the question. In our formulas this sentence pattern is depicted as “?S”.

In “Practice and Progres” L. G. Alexander proposed six components in a simple statement which he

arranged in a table format [4]. We adopted that style, but in order to create our final set of formulas with

the five different patterns, we added and defined some additional components. Table 13 lists these

components, what they are, and how we will denote each of them in the formulas.

Component

How it is denoted in the

formulas

Subject S

Verb V

Auxiliary Verb auxV

Main Verb mainV

Object O

Adverb of Manner how

Adverb of Place where

Adverb of Time when

Complement C

Question Word QW

Question Word as Subject QWS This is used in sentences of

pattern #5 (?S)

Preparatory Subject PS

Punctuation

Table 13 Components in a Simple Statement

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In general, components placed between parantheses in the formulas are optional.

A Present Descriptive tense is used for describing the subject in the present tense. The formulas

for Present Descriptive tense are shown in Table 14.

Pattern Formulas

+ S am/is/are ( C where when ).

V

- S am/is/are not ( C where when ).

V

?Y/N Am/Is/Are S ( C where when )?

V

?Expl QW am/is/are S ( C where when )?

V

?S QWS am/is/are ( C where when )?

V

Table 14 Present Descriptive with the verb “be”

The formulas of Present Existence tense are explained in Table 15

Pattern Formulas

+ There is/are ( S where when ).

PS V

- There is/are ( no S where when ).

There isn’t / aren’t ((any) S where when ).

PS V

?Y/N Is/Are there ( (any) S where when )?

V PS

?Expl QW is/are there ( S where when ) ?

V PS

?S QWS is/are there ( where when )?

V PS

Table 15. Present Existence with preparatory subject “there” and verb “be”

The formulas of Present Continuous tense with action verbs are explained in Table 16

Pattern Formulas

+ S am/is/are V1-ing ( O how where when ).

V

- S am/is/are not V1-ing ( O how where when ).

V

?Y/N Am/Is/Are S V1-ing ( O how where when )?

auxV mainV

?Expl QW am/is/are S V1-ing ( O how where when )?

auxV mainV

?S QWS am/is/are V1-ing ( O how where when )?

V

Table 16 Present Continuous tense with action verbs

The formulas of Present Simple tense with action verbs are explained in Table 17.

Pattern Formulas

+ S V1/V1-s ( O how where when ).

V

- S do/does not V1 ( O how where when ).

V

?Y/N Do/Does S V1 ( O how where when )?

auxV mainV

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?Expl QW do/does S V1 ( O how where when )?

auxV mainV

?S QWS V1/V1-s ( O how where when )?

V

Table 17 Present Simple tense with action verbs

The formulas of Present Perfect tense with action verbs are explained in Table 18.

Pattern Formulas

+ S have/has V3 ( O how where when ).

V

- S have/has not V3 ( O how where when ).

V

?Y/N Have/Has S V3 ( O how where when )?

auxV mainV

?Expl QW have/has S V3 ( O how where when )?

auxV mainV

?S QWS have/has V3 ( O how where when )?

V

Table 18 Present Perfect tense with action verbs

The formulas for Past Descriptive tense are shown in Table 19.

Pattern Formulas

+ S was/were ( C where when).

V

- S was/were not ( C where when).

V

?Y/N Was/Were S ( C where when) ?

V

?Expl QW was/were S ( C where when) ?

V

?S QWS was/were ( C where when) ?

V

Table 19 Past Descriptive with the verb “be”

The formulas of Past Existence tense are explained in Table 20

Pattern Formulas

+ There was/were ( S where when).

PS V

- There was/were (no S where when).

There wasn’t / weren’t ((any) S where when).

PS V

?Y/N Was/Were there ((any) S where when) ?

V PS

?Expl QW was/were there ( S where when) ?

V PS

?S QWS is/are there ( where when)?

V PS

Table 20 Past Existence with preparatory subject “there” and verb “be”

The formulas of Past Simple tense with action verbs are explained in Table 21.

Pattern Formulas

+ S V2 ( O how where when ).

V

- S did not V1 ( O how where when ).

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V

?Y/N Did S V1 ( O how where when )?

auxV mainV

?Expl QW did S V1 ( O how where when )?

auxV mainV

?S QWS V2 ( O how where when )?

V

Table 21 Past Simple tense with action verbs

The formulas of Past Continuous tense with action verbs are explained in Table 22.

Pattern Formulas

+ S was/were V1-ing ( O how where when ).

V

- S was/were not V1-ing ( O how where when ).

V

?Y/N Was/Were S V1-ing ( O how where when )?

auxV mainV

?Expl QW was/were S V1-ing ( O how where when )?

auxV mainV

?S QWS was/were V1-ing ( O how where when )?

V

Table 22 Past Continuous tense with action verbs

The formulas of Past Perfect tense with action verbs are explained in Table 23.

Pattern Formulas

+ S had V3 ( O how where when ).

V

- S had not V3 ( O how where when ).

V

?Y/N Had S V3 ( O how where when )?

auxV mainV

?Expl QW had S V3 ( O how where when )?

auxV mainV

?S QWS had V3 ( O how where when )?

V

Table 23 Past Perfect tense with action verbs

The TiPS method simply asks three sequential answers which leads to finding the correct

formula and word order as outlined in Figure 2.

Figure 2 The TiPS Method

Each step in TiPS is significant for the following reasons:

1. Step 1 (Tense is _____________.)

Choosing the correct tense to express a thought is a very crucial first step towards making a

grammatically and semantically correct simple statement. The summary of tenses in Table … is

instrumental in making the correct choice in this step . This step reduces the number of possible formula

from dozens to five.

1. Tense is ____________________________________.

2. Pattern is ____________________________________.

3. Subject is ____________________________________. Verb is ____________________________________.

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2. Step 2 (Pattern is _____________.)

A correct answer in this step immediately provides the students with the one formula to be used,

which guides them into making the correct word order. Using the formula also ensures the students to

make complete sentences with at least a subject and a verb in each sentence.

3. Step 3 (Subject is _____________. Verb is _____________.)

Even though step 2 has pointed the formula to the students, it is critical that the students take

great care in answering this third step to ensure subject-verb agreement. The choices of verb

conjugations are already provided in the formula.

The students now simply need to construct their simple statements using the information they

have obtained from the steps in TiPS.

The application uses Java running on Java Development Kit (JDK) 1.7 on Windows 7. GlassFish

4.0 is run as the server, and MySQL 5.5 is used as the relational database management system. In the

development we used a few frameworks such as Hibernate 3.6.10, Java Server Faces (JSF) 2.2, and

Primefaces 4.0.

The interface and menu pages of TiPS application facilitate the administrator’s navigation to

manage the lesson as well exercise contents and the users’ navigation in using the lesson and exercise

facilities. The administrator logs in by entering his/her userid and password, after which he/she will enter

into the menus on the home page of the administrator. The implementation of the administrator’s CRUD

(Create-Read-Update-Delete) power over the data in the database used the design plans in Section 2. The

main inteface and menu pages as well as the interface and menu pages for each of the administrator’s

CRUD functions for Names of Tenses, Kinds of Tenses, Sentence Components, Sentence Patterns,

Formulas, Auxiliary Verbs, Main Verbs, Exercises, Reading Materials, and Dictionary Entries have been

implemented. A user logs in by entering his/her userid and password, after which he/she will enter into the

menus on the home page of the user. The implementation of the users’ access to Lesson, Exercise, Reading

and Dictionary pages used the design plans in Chapter 3. The main interface and menu pages as well as

the interface and menu pages in the Lesson section allow the users to access learning materials on Tenses,

Kinds of Tenses, Sentence Components, Auxiliary Verbs, Main Verbs, and Formula. The implementation

in the Exercise section allows users’ navigations to choose Indonesian sentences that will be expressed in

English while being guided step by step through the TiPS method until they can construct an English

simple statement which is grammatically and semantically correct. The interface and menu pages also

allow them to use the extra reading materials and dictionary service.

The implementation of the web based TiPS application used Java with Java Server Faces and

Hibernate frameworks using the Model View Controller (MVC) concept [7]. Hibernate is used to define

the model. This framework facilitates easy mapping of objects, one-to-one relations, one-to-many

relations, as well as many-to-many relations in the database. The connections, mappings, and

configurations which regulate the interaction of the entities in the database are summarized and managed

in a file called hibernate.cfg.xml. This file contains the property, mapping class and other configurations

that will be used as identities by Hibernate. The Model layer in Hibernate uses java class and java

interface. Java class is used to make the master model (entity), while java interface is used to make the

methods that will be implemented on the java class, the result of which will be used by the class

controller to control the interaction between the program and the database. The script contains the

implemented methods and the rules of interaction on the database. JSF framework is used for the View

and Controller. As the controller JSF makes the control of an action on a component in View easier. JSF

provides a feature called Facelet in the layout or template of a web page. Using this feature gives the web

developer the advantage of not having to add every source template on every JSF page. The public layout

script works to ease making the client view on the public menu. JSF provides a controller feature called

Managed Bean. Managed Bean functions as the controller on actions done on View through the

components that have actions. Managed Bean must first be registered in faces-config.xml file. JSF has

the faces-config.xml file which manages the communication between facelet (View) and Managed Bean

(Controller). This file contains the class controller that have been registered.

4. HYPOTHESIS TESTING

The instrument that we use for the survey is the questionnaire with nine questions as shown in

Table 24, which we spread to 24 respondents.

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No Because of TiPS and its application I: SA A N D SD

1 Know and understand different tenses in English

2 Know and understand that a tense is determined by time

and a possible additional meaning that is implied

3 Know and understand, that a sentence consists of sentence

components.

4 Know and understand, that an English sentence has an exact

pattern.

5 Know and understand that the choice of verb must agree

with the tense and subject.

6 Know and understand that the order of sentence

components is governed by the pattern of the sentence.

7 Find an inspiration that stimulates me to learn English

grammar.

8 Feel that the application’s interface is attractive.

9 Feel the application is user friendly

Table 24 The Questionnaire

Two hypotheses are proposed in this study:

1. Ho: TiPS and its web based application do not help Indonesian students to understand correct

English grammar.

2. Ha: TiPS and its web based application help Indonesian students to understand correct English

grammar.

The result and calculation of the survey data can be seen in Table 25. We treated SA (Strongly

Agree) and A (Agree) responses as positive responses, while N (Neither agree nor disagree), D (Disagree)

and SD (Strongly Disagree) as negative responses. A total of 95.37% of the responses were positive and

only 4.63% are negative. This showed that 95.37% of the responses over nine questions by 24 respondents

agreed that TiPS and its application helped them in understanding English grammar.

No X SA A N D SD Number

of

Data

Domi-

nant

SA

(%)

A

(%)

N

(%)

D

(%)

SD

(%)

1 x1 9 15 0 0 0 24 A 37.500

%

62.500

%

0.000% 0.000

%

0.000

% 2 x2 7 15 2 0 0 24 A 29.167

%

62.500

%

8.333% 0.000

%

0.000

% 3 x3 8 16 0 0 0 24 A 33.333

%

66.667

%

0.000% 0.000

%

0.000

% 4 x4 11 11 2 0 0 24 SA,

A

45.833

%

45.833

%

8.333% 0.000

%

0.000

% 5 x5 7 15 2 0 0 24 A 29.167

%

62.500

%

8.333% 0.000

%

0.000

% 6 x6 12 11 0 1 0 24 SA 50.000

%

45.833

%

0.000% 4.167

%

0.000

% 7 x7 14 9 1 0 0 24 SA 58.333

%

37.500

%

4.167% 0.000

%

0.000

% 8 x8 12 11 1 0 0 24 SA 50.000

%

45.833

%

4.167% 0.000

%

0.000

% 9 x9 13 10 1 0 0 24 SA 54.167

%

41.667

%

4.167% 0.000

%

0.000

% Total 93 113 9 1 0 216 A 387.500

%

470.833

%

0.375

%

4.167

%

0.000

%

Mean 10.33 12.56 1.00 0.1

1

0.00 24.00 A 43.056

%

52.315

%

4.167% 0.463% 0.000

%

23


Table 25 Result of Survey

We used Friedman test to test whether TiPS and its application successfully reject or fail to reject Ho.

Table 26 shows the result of the statistical test.

Table 26 Friedman Test result on the survey

Statistical Test

N 24

Chi-Square 111.803

df 9

Asymp. Sig. .000

The calculated Chi-Square value is 111.803 with df = 9, and asymptotic significance value = 0.000.

The value of Chi-Square in the Chi-Square Table with df=9 and =0.05 is 16.92. Because the calculated

Chi-Square is larger than table Chi-Square and the significance is less than , we successfully reject Ho

and accept Ha. We therefore conclude, that TiPS and its web based application help Indonesian students

to understand correct English grammar.

5. CONCLUSION

TiPS and its web based application have been developed, and testing them on a number of

samples results led to the success in accepting our alternative hypothesis that a systematic method for

teaching simple statements which is translatable into an app will simplify English grammar problems for

Indonesians. Hibernate and JSF frameworks simplified the development process. We also observe, that

the TiPS method and its web based application that we developed are flexible in terms of allowing for

easy extension of the grammar scope to include other kinds of tenses. This is done simply by the addition

new tenses in the database by the administrator.

We recommend a further study that can be done to better the tools in teaching English grammar to

Indonesian students utilizing the concept of TiPS and using current technologies. A TiPS application that

runs on Android should be developed. Further studies on how to present the lesson on a smaller size of

screen must be done.

ACKNOWLEDGEMENT

The authors would like to acknowledge and thank Universitas Kristen Immanuel for the financial

aid given for this study.

REFERENCES

[1] Institute of International Education, 2014, Top 25 Places of Origin of International Students,

2012/13-2013/14, http://www.iie.org/Research-and-Publications/Open-Doors/Data/International-

Students/Leading-Places-of-Origin/2012-14, accessed: 05-Dec-2014.

[2] Institute of International Education Project Atlas, 2014, International Students in Australia,

http://www.iie.org/Services/Project-Atlas/Australia/International-Students-In-Australia, accessed:

05-Dec-2014.

[3] Swan, M., 1996, Practical English Usage, Ed. 3, Oxford University Press, Oxford

[4] Alexander, L.G., 2005, Practice and Progress, Ed. 28, Longman, London

[5] English Club, 2014, What is Tense?, https://www.englishclub.com/grammar/tense-what.htm,

accessed: 04-Jun-2014.

[6] Murphy, R., 2000, Essential English Grammar, Ed. 2, Cambridge University Press, Cambridge

[7] Oracle, 2014, Trail: MVC Architecture, https://docs.oracle.com/cd/E13174_01/alui/devdoc/docs60/ ,

accessed: 13-Jun-2014.

http://www.iie.org/Research-and-Publications/Open-Doors/Data/International-Students/Leading-Places-of-Origin/2012-14

http://www.iie.org/Research-and-Publications/Open-Doors/Data/International-Students/Leading-Places-of-Origin/2012-14

http://www.iie.org/Services/Project-Atlas/Australia/International-Students-In-Australia

https://www.englishclub.com/grammar/tense-what.htm

https://docs.oracle.com/cd/E13174_01/alui/devdoc/docs60/

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